ALIA LIS EDUCATION, SKILLS AND EMPLOYMENT TREND REPORT 217
217 Australian Library and Information Association ALIA LIS Education, Skills and Employment Trend Report 217 Canberra ACT, Australian Library and Information Association, September 217 https://www.alia.org.au/employment-and-careers/alia-lis-education-skills-and-employment-trend-report For more information: education@alia.org.au
CONTENTS Introduction 3 Key findings and interpretation of results 4 Detailed findings 6 Sources and links for more information 2 1
INTRODUCTION This is the fourth annual ALIA LIS Education, Skills and Employment Trend Report. Our intention is to provide students, educators, employees and employers with an understanding of the national landscape, and the Association with the data we need to help inform our approach as the sector s peak professional body. This 217 report updates some of the statistics in the previous publications, using the latest figures from the Department of Education and Training, the Department of Employment and the National Centre for Vocational Education Research (NCVER). In some sections we have included data relating to allied fields (gallery and museum technicians, archivists, curators and record managers). All four reports are available on the Australian Library and Information Association (ALIA) website https://www.alia.org.au/employment-and-careers/alia-lis-education-skillsand-employment-trend-report. October 217 3
KEY FINDINGS AND INTERPRETATION OF RESULTS The facts In 217, there were 26 institutions delivering 39 ALIA accredited courses around Australia. In addition, there were VET (Vocational Education and Training) providers offering Certificates II, III and IV in library and information studies. This represented a slight decrease over the previous year. There were 4,877 students enrolled in Library and Information Science (LIS) courses in 215 down from 5,144 students in 214 with 41% in higher education and 59% in VET. Of these 4,877 students, 3,588 were enrolled in ALIA accredited courses leading to professional membership of the Association. The most popular qualifications were the Master s degree in higher education and the Diploma in the VET sector. The number of LIS students enrolled in ALIA accredited higher education courses using Equivalent Full Time Student Load (EFTSL) remained fairly constant for the three years 213-215. In the VET sector, there was a decline of approximately 1% over the same period for ALIA accredited VET courses using Full Year Training Equivalent (FYTE). The Department of Employment Australian Jobs 216 report projected that over the five years from November 21 to November 215, there were 43.5% fewer Librarian positions in the workforce; 16.3% fewer Technician positions, and 12.4% fewer Library Assistant positions. However, in the Australian Jobs 217, Occupational Projections looking ahead to May 222, the Department of Employment predicts a 15.6% employment rise for Librarians, a relatively stable number of Library Technician positions and a drop of 13% for Library Assistant positions. More than two-thirds of Library Assistants worked part-time (71%), just over half of Technicians (51%) and just under a third of third of Librarians (31%). The unemployment level for Librarians and Technicians was below average compared with other occupations, while the level for Library Assistants was average. The top three states in terms of the number of job opportunities were NSW, Victoria and Queensland. Using 213 data, Librarians, Technicians and Library Assistants had significantly higher education attainment compared with people employed in all occupations in Australia. For example, some 6% of Librarians had a Post Graduate or Graduate Diploma or a Graduate Certificate, compared with 9% for all occupations. As well as library and information service delivery positions, there were also approximately 1 jobs working for the Australian vendors who supply library and information related products. 4
Our interpretation Library and information science is an occupation with a relatively small, highly qualified workforce (representing approximately.2% of the Australian labour force) and an even smaller educational footprint (approximately.7% of VET students and.14% of higher education students). Although the LIS workforce is small, our sector has significant reach and profile because millions of Australians use library services. More than 8.2 million Australians are registered public library users (source: National and State Libraries Australasia statistics 214-215) and still more use university, VET, special and school libraries. The library and information sector remains an attractive proposition but there is undoubtedly competition for jobs. The workforce tends to be fairly static, with a relatively small number of vacancies occurring through staff turnover, people leaving the sector and the creation of new positions. There will be a modest increase in the number of qualified positions available over the next five years, but a significant decrease in the number of positions for staff without a library and information science qualification. Changes to ALIA s professional development program in the lead up to 22 will reflect the need for Certified Professional status in many parts of the sector, with a formal commitment to ongoing learning. 5
DETAILED FINDINGS Institutions providing LIS education In 217, there were ten higher education institutions offering 23 ALIA accredited courses, including Master s, Bachelor and Graduate Diploma. There was a small rise in the number of higher education institutions as Box Hill Institute was accredited by ALIA for its undergraduate course from early 217. There were 16 universities, TAFEs and private RTOs offering 16 ALIA accredited Diploma courses, making a total of 26 accredited institutions and 39 accredited courses [figures 1 and 2]. In late 216, Charles Darwin University announced no further intake for the Diploma in Library and Information Services and taught out the course by the end of 216. In 217, Canberra Institute of Technology (Diploma in Library and Information Services) and Queensland University of Technology (Master of Information Science) both announced there would be no further intake for their courses. Figures 1 and 2 include courses currently being taught out. Both the Master of Information Studies at University of Canberra and the Bachelor of Information Technology (Information Services), Master of Information Services, Graduate Diploma of Science (Information Services) and the Graduate Diploma of Science (Information Services) all from Edith Cowan University will finish by the end of 218 following the removal of the whole LIS areas from the institutions. The University of Technology Sydney analysed their student intake and employer requirements and decided to close their Bachelor of Arts in Communication (Information and Media) progam which will also finish teaching in 218. UTS focus remains on post graduate study options. Predicted figures for 219 courses will further decrease to 32 courses. The further consolidation of LIS courses is not surprising given the small education footprint of these courses compared to total student numbers. This vulnerability was noted in the 211 report by Partridge, H. et al. Re-conceptualising and re-positioning Australian library and information science education for the 21st century. There are currently no face to face ALIA accredited courses in either Tasmania or the Northern Territory. However, the majority of Diploma and higher education courses are available online, so location is no barrier to course delivery. 6
Figure 1: Number of ALIA accredited institutions 35 3 25 2 15 1 5 3 28 2 18 1 1 26 24 26 26 25 17 15 17 16 15 9 9 9 1 1 212 213 214 215 216 217 218 (predicted) Higher education courses VET courses Total number of institutions Source: ALIA course accreditation records 217 Figure 2: Number of ALIA accredited LIS courses 6 5 4 3 2 1 49 29 2 42 38 24 21 18 17 33 18 15 41 39 38 24 23 23 17 16 15 212 213 214 215 216 217 218 (predicted) Source: ALIA course accreditation records 217 Higher education VET Total number of courses 7
Figure 3: ALIA accredited LIS courses by state/territory 16 14 12 1 8 6 4 2 14 12 12 11 1 9 9 8 8 8 8 7 7 7 6 5 5 5 4 4 3 3 3 3 2 2 2 2 2 2 2 1 1 1 1 ACT NSW NT QLD SA TAS VIC WA Source: ALIA course accreditation records 217 LIS students 214 215 216 217 218 (predicted) The split of LIS students remains steady since 211 at approximately 4% enrolled in higher education courses and 6% enrolled in VET courses (based on figure 4A headcount student numbers). Based on Equivalent Full Time Student Load (EFTSL) for higher education, and Full Year Training Equivalent (FYTE) for VET, the split varies for higher education students from 44% in 211 to 48% in 215. This does show that slightly more higher education students study part time than VET students. Figures 4 and 4A show enrolments that include all LIS courses (Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Bachelor, Graduate Diploma and Master s), while Figures 5 and 5A give figures for ALIA accredited courses. The Master s qualification was the most popular LIS qualification in higher education (figure 6) with 575 out of 987 enrolled in Master s courses (EFTSL). In the VET sector, program enrolments fell from 3455 in 214 to 2872 in 215, with completions mirroring this fall [figure 7]. The Diploma remained the most popular qualification, with hardly any take up for either the Certificate II or Advanced Diploma [figure 8]. Using figures specially provided by the Department of Education and Training, we were able to go into further detail about higher education LIS students for this report. Figures 6, 9, 1, 11 and 12 show EFTSL numbers. This means that physical student numbers for each course are higher as many are studying part time. 8
Figure 4: Number of students enrolled in LIS courses in Australia (EFTSL HE) and (FYTE VET) Australia 3 25 2 15 1 5 273 272 2493 1518 148 1325 1212 1222 1168 2415 256 1415 169 1 987 211 212 213 214 215 Higher Education VET Total LIS Students Source: Department of Education and Training, National Centre for Vocational Education Research (NCVER) Figure 4A: Number of students enrolled in LIS courses in Australia Chart Title 7 6 5 614 597 545 5144 4877 4 3 3679 2425 3587 232 3245 38 2872 225 264 25 2 1 211 212 213 214 215 Source: Department of Education and Training, NCVER Higher Education VET Total LIS Students 9
courses Figure 5: Number of students enrolled in ALIA accredited LIS courses (EFTSL HE) and (FYTE VET) 2 18 16 14 12 1 8 6 4 2 1741 1742 1796 1659 1659 962 12 11 1 987 697 739 741 796 672 211 212 213 214 215 Source: ALIA, Department of Education and Training, NCVER Higher Education VET Total Students Figure 5A: Number of students enrolled in ALIA accredited LIS courses 45 4 438 471 3851 3727 3588 35 3 25 2 15 2425 1883 232 1751 225 264 25 1646 1663 1583 1 5 211 212 213 214 215 Source: ALIA, Department of Education and Training, NCVER Higher Education VET Total LIS Students 1
Figure 6: LIS Higher education student numbers by level EFTSL 8 736 711 695 7 6 532 6 63 594 625 589 631 63 575 5 4 383 372 329 326 397 391 4 364 356 368 3 2 1 5 23 29 37 26 37 36 31 45 41 44 25 26 27 28 29 21 211 212 213 214 215 Undergraduate Enabling and non-award courses Postgraduate Source: Department of Education and Training Figure 7: Total VET program enrolments and completions. Includes all levels of certification from Certificate II to Diploma 4 35 3 3455 2872 2657 25 2 15 1 164 796 616 5 214 215 216 (preliminary completions) Enrolments Completions Source: NCVER 216 11
Figure 8: Number of VET students enrolled in Library, Information and Cultural Services courses at various levels (not FYTE) 2 1919 178 1655 167 1633 1663 1583 15 176 1152 1191 1 848 571 899 759 638 5 666 648 627 626 65 274 236 25 237 18 73 165 32 143 41 125 19 13 29 21 211 212 213 214 215 Source: NCVER (past year figures updated) Certificate II Certificate III Certificate IV Diploma Advanced Diploma Figure 9: LIS Higher education student numbers EFTSL by discipline 1 8 927 828 773 771 714 977 953 937 93 874 844 6 4 2 114 111 129 124 118 138 133 124 12 116 122 94 98 93 96 19 18 1 21 54 52 65 25 26 27 28 29 21 211 212 213 214 215 EFTSL Librarian, Information Management, Curatorial Studies EFTSL Librarianship and Information Management EFTSL Teacher Librarianship Source: Department of Education and Training Discipline: Australian Standard Classification of Education (ASCED) 21 used by Department of Education and Training and the Australian Bureau of Statistics. 12
Figure 1: LIS Higher education student numbers by mode of attendance EFTSL of attendance 9 8 7 6 5 4 3 2 1 819 828 784 795 87 8 649 64 634 613 644 457 386 36 378 327 286 279 313 223 193 187 29 11 11 22 32 29 23 25 26 27 28 29 21 211 212 213 214 215 Internal External Multi-modal Source: Department of Education and Training Note: The number of multi-modal students has been omitted where there are <5 Figure 11: LIS Higher education numbers by full time and part time EFTSL 8 7 6 5 4 3 2 1 759 72 738 73 714 679 632 646 672 657 649 414 49 399 411 334 359 369 317 343 338 295 25 26 27 28 29 21 211 212 213 214 215 Full time Part time Source: Department of Education and Training 13
Figure 12: LIS Higher education numbers by financial support EFTSL 8 7 6 5 4 3 2 1 736 757 734 7 669 652 555 53 512 534 551 389 395 341 34 262 278 255 253 232 224 237 189 138 142 153 127 153 126 138 18 12 94 25 26 27 28 29 21 211 212 213 214 215 Commonwealth support Domestic fee paying Overseas fee paying Source: Department of Education and Training Employment The figures from the Department of Employment Australian Jobs 217 report [table 1, figures 13 and 14] continues to show a drop in positions for Librarians since 21. Past projections suggested that the number of jobs had levelled off in 215 and would remain at approximately the same level through to 22 (8,5 positions for Librarians). The latest Occupational Projections to May 222 report shows a promising 15.6% rise in future employment change from May 217 to May 222 for Librarians. Archivists, Curators and Record Managers show a future employment growth of 18.3% from May 217 to May 222. The forecast for the number of positions for Library Technicians remains stable from May 217, with the number of Library Assistants decreasing by 13% over the five year forecast to May 222. It should be noted that the Department of Employment Australian Jobs 217 report does state The labour market can change quickly, and there is currently a great deal of discussion about the future of work and the role of automation and robotics in determining demand for particular workers. This highlights the importance of a robust ALIA accreditation program where courses must meet rapidly changing industry and employer needs. Librarians, Archivists, Curators, Record Managers and Library Technicians all have a below average unemployment levels compared with other occupations, while Library Assistants have an average unemployment level compared with other occupations. 14
Table 1: Characteristics of LIS employment Librarians (ASIC 2246) Technicians (ASIC 3993) Library Assistants (ASIC 5597) Archivists, Curators and Record Managers (ASIC 2242) Number of jobs November 21 14,9 9,5 6,8 8,6 Number of jobs November 215 8,4 11, 6, 6,2 Number of jobs May 217 12,5 6,7 6,6 6,6 Projected employment level - May 222 Projected employment growth - five years to May 222 (%) Unemployment level compared with other occupations 14,5 6,7 5,7 7,8 15.6% -.8% -13% 18.3% Below average Below average Average Below average Median age 49 54 52 44 Working part time 31% 51% 71% 23% Female 82% 9% 8% 6% Skill level 1 1 2 4 1 1 Skill level 1 is commensurate with a Bachelor degree or higher qualification; 2 is commensurate with an Advanced Diploma or Diploma; 4 is commensurate with a Certificate II or III Source: Department of Employment Australian Jobs 217 Figure 13: Number of positions for Librarians, Library Technicians and Library Assistants 4 35 34,2 3 25,8 26,9 25 2 15 1 5 21 217 222 Source: Department of Employment Australian Jobs 217 15
Figure 14: Number of positions for GLAMR Source: Department of Employment Australian Jobs 217 The comparison of job vacancies for Galleries, Libraries, Archives, Museums and Records (GLAMR) between 21 and 217 showed a steady demand for employees in this sector [figure 15]. Looking at the state and territory breakdown [figure 16], there were very few openings for GLAMR professionals and Library Assistants in Tasmania and the Northern Territory, which suggested that the small GLAMR workforce in each region (< 1) was relatively static. As expected, there were greater opportunities in the most populated regions of New South Wales and Victoria. Of the other states, Queensland had the most openings. Where there were job vacancies, this could be due to staff turnover, people leaving the sector, retirement or the creation of new positions. 16
Figure 15: Comparison of GLAMR job vacancies in June of each year (all Australia) 9 8 7 6 5 4 3 2 1 7775 64 64 64 65 63 55 59 6 55 53 53 41 42 42 35 29 28 27 27 2 21 16 16 19 2 19 2 23 19 21 21 211 212 213 214 215 216 217 Gallery, Library and Museum Technicians Librarians Archivists, Curators and Records Managers Library Assistants Source: Internet Vacancy Index, March 217 Figure 16: Comparison of combined GLAMR job vacancies in June of each year by state and territory 6 5 4 3 2 1 in June each year by state/territory 55 56 5 46 46 44 43 41 39 37 37 33 34 29 26 26 23 21 19 2 17 17 14 1211 12 11 9 9 7 6 7 5 6 7 4 5 6 6 2 3 1 1 1 2 1 NT ACT NSW QLD SA TAS VIC WA Source: Internet Vacancy Index, March 217 212 213 214 215 216 217 17
People who worked in library and information service delivery had significantly higher educational attainment compared with those in all occupations listed [figure 17]. Figure 17: Educational attainment (per cent of employment) % 1% 2% 3% 4% 5% 6% Below Year 1 4.% Years 11 and 1 16.5% Year 12 19.5% Certificate III OR IV 2.9% 24.5% Advanced Diploma/Diploma 1.5% 14.4% 22.4% 35.9% Bachelor Degree 19.6% 26.% 28.6% 45.3% Post Grad/Grad Diploma or Grad Certificate 9.% 18.8% 24.5% 59.6% Source: ABS 213 Survey of Education and Work All occupations Library Assistants Technicians Librarians 18
Statistics on the outcomes for graduates from VET LIS courses showed that 85% were in employment six months after finishing their courses. Of those who were employed, only 14% were in jobs in the library and information sector, although the 213-214 figures showed that an additional 37% were employed in a different occupation where their training was relevant to their job. Table 2: Government-funded graduate VET outcomes six months after completing their LIS course 213 14 214 15 Employed or in further study after training (all graduates) 86% 85% Employed full time (all graduates) 22% 21% Employed part time (all graduates) 46% 44% Employed in the same occupation as the training course 17% 14% Source: NCVER 213 214 and 214 215 figures There were approximately 1 jobs in the library and information industry partners sector eg vendors and suppliers, identified by the ABS Australian Industry statistics [table 3]. Often, the employees of these companies were qualified library and information professionals. Table 3: Employment and financial performance of LIS businesses (industry partners) Employment end of June* Wages and salaries $m Total income $m Total expenditure $m Earnings before tax (EBITDA) $m 21 211 1 54 192 16 23 211 212 1 51 182 159 17 212 213 1 54 191 166 23 213 214 1 51 182 154 28 214 215 1 49 194 153 26 215 216 1 53 216 174 23# *Estimate has a relative standard error of 1% to less than 25% and should be used with caution # Estimate has a relative standard error of 25% to less than 5% and should be used with caution Source: ABS Australian Industry 215 216 19
SOURCES AND LINKS FOR MORE INFORMATION ALIA s website has extensive information about the library and information sector, education, employment, professional development and training, specifically ALIA Futures https://www.alia.org.au/futureoftheprofession and ALIA Education, Employment and Careers https://www.alia.org.au/employment-and-careers. National and State Libraries Australasia produces annual statistics for Australian public libraries http://www.nsla.org.au/publication/australian-public-librariesstatistics-214-215. Partridge, Helen L., Hanisch, Jo, Hughes, Hilary E., Henninger, Maureen, Carroll, Mary, Combes, Barbara, Genoni, Paul, Reynolds, Sue, Tanner, Kerry, Burford, Sally, Ellis, Leonie, Hider, Philip, & Yates, Christine (211) Re-conceptualising and re-positioning Australian library and information science education for the 21st century [Final Report 211]. Australian Learning and Teaching Council, Sydney, NSW. https://eprints.qut.edu. au/46915/ The Australian Bureau of Statistics provides data about Australian education and employment from a number of different perspectives, including the 213 Survey of Education and Work http://www.abs.gov.au/ausstats/abs@.nsf/mf/6227./, and Australian Industry 215-216 http://www.abs.gov.au/ausstats/abs@.nsf/ Lookup/8155.Main+Features1215-16 The Department of Education and Training hosts the Higher Education Statistics gathered from all Australian higher education institutions http://www.education.gov.au/ student-data. The Department of Employment publishes the Australian Jobs report https://www. employment.gov.au/australian-jobs-publication and hosts the Labour Market Information Portal http://lmip.gov.au/, which includes the Internet Vacancy Index. The National Centre for Vocational Education Research data provides data about VET students https://www.ncver.edu.au/. 2
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